Kindergarten Level and Three First Forms
Seminar: How to teach at kindergarten level and the first three forms.Basics.Children need to acquire the target language but be careful! THEY LEARN QUICKLY AND THEY FORGET QUICKLY.It’s important to bare in mind that they all have different learning rates, they do not learn in the same way or at the same time.It is better for them to acquire the language globally, i.e. in context, rather than in isolated units.Children are particularly good at imitating sounds; that is why it’s essential for the teacher to provide them with correct pronunciation. Intonation is another important feature; children learn it unconsciously and it helps them transmit how they are feeling.Children have the potential to think in the foreign language so when we translate, we do it for our own sake. We don’t need to do it; we can use dramatization or gestures instead.Be enthusiastic when teaching, they will learn more. Eye contact is essential at this level; it makes students feel that you want them to learn. Activities should be changed between three and five minutes so if we realise that they yawn, ask to go to the toilet, speak about something different, it is because they do not find something appealing.Pygmalion Effect: Teachers can turn the child into what they want them to become!!!!Material.Textbook is necessary but we should recycle the material every class because children forget pretty quickly the vocabulary and expressions from the previous class.Structures are important from the very beginning: teach the correct use of imperatives or exclamatives as well as questions. We should have a parallel syllabus including all sorts of topics, vocabulary or expressions not contained in the real syllabus. EXPOSURE _______ RepetitionINPUT _________ Child will learn when you teach somethingOUTPUT _________ Train children to produce the language!!!! If they say sth in Spanish train them to say it in English by modelling.Activities.Insist through recycling and teach in different ways so as to guarantee the three Es1. EASY 2. ENJOYABLE3. ENGAGING1- EASYAlthough singing is good, we should make students produce the target lg in some way, within a specific context. Some examples are:- Numbers conga- Magic Wound: Magic spell (twice), let me learn English very well. - Days’ song: There are seven days, there are seven days, seven days in a week: Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday and Sunday. (They can clap or omit a specific day to fix the pattern)- Clapping (to check attendance): Noe, Noe are you here today? Yes, yes, I’m here today! / Shake it, shake it, up and down, shake it, shake it, all around.- Weather: What’s the weather like today? Please tell me! (Add tune)Is it a cloudy, cloudy, cloudy day? … (weather hat)Introduce things when playing rather than using books directly. Foster the need of communication, have class rules (e.g. When I talk, you listen; No pushing)Colouring or matching activities should be used at the end of the class.2- ENJOYABLEMake them always feel that learning English is fun, not boredom. To achieve this, different types of activities should be used. Some of these include: (tpr activities)a) Dips: For example one potato, two potatoesb) The ITc) Hide a ball: with nonsense words and the rest have to guess who has the balld) What’s the time Mr Wolf? It’s time to have dinner (the one that is touched is the IT)e) Mr Croc: one child is the crocodile. Mr Croc, can we cross the water to see your ugly daughter? Yes, you can but if you are (blue / a triangle / a teddy)3- ENGAGINGUse activities which catch the students’ attention and which imply doing something with your hands, body. Some examples include:- Finger Puppets (we can make them create something)- Old tennis balls (produce a character, give him a name and encourage short dialogues)- Puppets (make them practise clusters Sammy Snake / Spike speaks Spanish / Sammy Snails stops at the station - How many? With can caps to practise colours and numbers. Put them into a container and make sts guess what element is in the bag.- Secret box- Puppets out of empty cigarette boxes or use them to practise vocabulary: Place a card into it. What’s this? Is it big/small? - Flip flaps (to create a story or to teach or practise opposites, rhyming words, endings of stories, vocabulary)- Classroom journals - Create a potato family - Dog house with a box, to teach something, values about dogs, or any other element can be created with this purpose. This can be used after a story, for instance.- DominoesThe three Ms should also be taken into account when organizing activities. Any kind of activity you plan or prepare should be:1. Meaningful2. Motivating3. Memorable1- MEANINGFULWhat we give students should provide them with the sense that what they learn has a purpose. Some examples include strategies for classroom management:- Sockometer: To learn how to count we can hang students’ socks and make them count, adding or taking away one of them. We can also practise colours or orders, for instance blue sock stand up, red sock sit down.- Patience meter: Draw a big letter P on the blackboard and start erasing it whenever they misbehave. When the P is not there, we decide what to do.- Spanish o meter: Write on the bb what’s your name? PAT (Add 1 letter of their names if they speak Spanish, you erase letters if they speak English, the aim is writing the name of the child who speaks Spanish, then we can assign them to do or not do something)2- MOTIVATINGIt is very important to praise students in class. Praising provides students with a sense of purpose and they will surely keep on trying if you praise them positively.Teachers should let them know that each time they come to the English class they will learn something new (this is why it is so important not to overuse activities). We can let them know what they are doing during the class, to do so we can stick or draw on the bb pictures representing a part of the class, for example a book to read a story, a musical instrument to signal they’re going to listen to a song, a video or a game, among others. We can let them know this at the beginning of the class and towards the end of the lesson; we can recap ticking those activities that they fulfilled in class. Ask them, did we read a story? Yes.Another way of motivating them is using crowns to congratulate the ones who spoke more in English. The crown can be a hat that we use every class to signal that they have done something in a correct way, for example speaking English in class. 3- MEMORABLEMake a lesson memorable involving all students. Some activities include:- Animals: Assign the names of animals and make them produce the sounds of those animals.- Have projects with them. - A big tree: with the names of all the students and each time they accomplish something they go to the tree.- Second and third form: WORD WALLS: Useful to practise vocabulary and spelling as well as pronunciation at the same time.
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